高等职业院校言语听觉康复技术专业校内实训室建设研究

doi:10.3969/j.issn.1006-9771.2025.05.005

Abstract

Abstract:

Objective Responding to the imperative to modernize vocational education and establish competency-oriented systems, this study investigates the development of on-campus training bases for speech and hearing rehabilitation (SHR) programs within Chinese higher vocational colleges (HVC). It analyzes their functional role and essential components, and propose a competency-oriented, modular framework for on-campus training based on World Health Organization (WHO) rehabilitation competency framework (RCF), and professional education standards.
Methods This research synthesized theories of higher vocational education and practical pedagogy (e.g., situated learning, experiential learning and constructivism) with analyses of domestic and international SHR educational policies and standards. It examined the strategic importance and essential components (hardware, software, human resources, management) of on-campus training bases in the context of higher vocational education. Synthesizing RCF with standards from ASHA (knowledge and skills acquisition, KASA), International Association of Logopedics and Phoniatrics (IALP), and Teaching Standards for Higher Vocational Schools from Ministry of Education of the People's Republic of China, a core SHR professional competency model tailored for HVC was developed. This model subsequently guided the design of a modular on-campus training curriculum and associated pedagogical approaches.
Results On-campus training bases were pivotal platforms that bridge theory and practice, facilitating 'teaching-learning-doing' integration within HVC SHR programs. Effective base construction necessitated synergistic integration across four key domains: hardware facilities (meeting specialized acoustic/equipment needs), software resources (case libraries, standard operating procedure and digital tools), 'dual-role' human resources and robust management systems (operations, evaluation, industry-education linkages). Derived from RCF and related standards, a core SHR competency framework was developed, encompassing dimensions such as foundational knowledge and ethics, assessment (audiological; speech-language), intervention (audiological rehabilitation and technology; speech-language), and communication and collaboration. Consequently, eight core training modules were designed, including basic operations of hearing testing, introduction to objective hearing testing, preliminary hearing aid fitting, application of standardized speech-language assessment tools, simulation of articulation and voice disorder assessment and intervention, simulation of swallowing disorder screening and basic training, comprehensive case analysis and rehabilitation plan development, and practice of professional literacy and communication skills; detailing objectives, activities, and resources, and intended for seamless integration with theoretical courses and off-campus practicum, establishing a cohesive 'curriculum-training-practicum' continuum. Furthermore, a suite of adaptable pedagogical models, including problem-based learning, case-based learning, simulation-based training, project-based learning and the flipped classroom, were recommended for implementing these modules.
Conclusion The effective development of on-campus training bases for SHR programs in HVC necessitates establishing a systematic, competency-oriented practical teaching environment. Grounded in RCF, and essential SHR knowledge, skills and abilities, this study proposes a framework incorporating eight core training modules and complementary pedagogical models, providing a theoretically grounded, practically applicable blueprint for enhancing the educational quality and substance of these bases within HVC. Successful realization hinges upon the synergistic development of the four key elements (hardware, software, human resources, management), deep integration between training activities, the curriculum, and practicum experiences, and the application of innovative pedagogy to cultivate student potential.

Key words: speech and hearing rehabilitation, on-campus training base, professional competency, training module

CLC Number:

R49-4

YI Ling, ZHOU Jing, LIANG Yongsheng, CHEN Xuefen, CAO Yanjing. Developing on-campus training bases for speech and hearing rehabilitation programs in higher vocational colleges[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(5): 529-538.

Figures/Tables 3

Table 1

Components of the on-campus training base for SHR in vocational colleges"

领域	构成要素	功能与专业特殊性要求	相关标准/政策参考
硬件设施系统	场地空间功能分区环境要求	听力区(隔声室、测听室、控制室)、言语评估区(录音/观察)、嗓音/吞咽/认知/儿童/成人康复训练室、助听技术室、情景模拟室、准备/消毒/资料/教研室等听力区需符合声学标准(GB/T 16403)，考虑无障碍设计、隐私保护	《职业学校办学条件达标工程实施方案》^[16] GB/T 16403 (测听室声学标准) ASHA制定的《临床能力认证标准》^[17]对临床设施的要求
	仪器设备专业核心设备辅助设备仿真模拟设备	听力计、声阻抗、OAE/ABR、真耳分析、助听器编程器；标准化评估工具包、嗓音分析仪、生物反馈仪、AAC设备计算机、摄录、模型；高仿真模拟人、虚拟/增强现实技术系统、标准化病人设备应与行业主流技术同步，数量满足分组教学需求	教育部专业教学标准^[18] ASHA/AAA设备指南，相关设备国家/行业标准
	安全设施	消防、水电安全、急救设备、操作规程、警示标识、网络安全对涉及电生理、内窥镜模拟等操作有特殊安全要求	《高等学校实验室安全规范》^[19]，消防法规，电气安全规范
软件资源系统	实训教学资源实训大纲/指导书案例库 SOP 数字化资源	明确目标、内容、步骤、考核标准；覆盖常见病种的多样化案例；关键操作的标准化流程；在线仿真软件、教学视频、虚拟病人、文献数据库访问权限资源需体现循证实践原则	教育部专业教学标准^[18]，ASHA循证实践门户，相关教材与专业指南
软件资源系统	信息管理系统实训管理平台教学资源平台模拟电子病历	预约、设备管理、耗材追踪、过程记录、成绩统计；资源共享、在线学习；模拟临床记录操作	智慧校园建设相关要求
人力资源系统	“双师型”教师队伍	具备扎实理论基础和丰富临床经验；鼓励获得执业资格/认证；定期临床实践；能指导实训、开发案例、评价学生	《深化新时代职业教育“双师型”教师队伍建设改革实施方案》^[20]
	行业专家/兼职教师	来自医院、康复中心、企业的资深专业人士；参与教学、提供前沿信息、指导项目	《职业学校校企合作促进办法》^[21]
	实验技术人员	负责设备维护、调试、管理；协助教学准备；提供技术支持	-
	管理人员	负责基地日常运行、安全、制度执行、对外协调	-
管理体系	规章制度	准入、使用、安全、卫生、耗材、开放共享、档案管理等制度	学校相关管理规定
	运行机制教学安排开放共享维护保养经费保障	融入人才培养方案；服务校内、外培训；设备定期维护、校准、更新；稳定的经费投入与多元化筹资渠道	《职业教育提质培优行动计划》^[5]
	评价与改进机制教学效果评价基地运行评价持续改进	学生/教师/用人单位反馈；使用效率、管理水平评估；基于数据和反馈进行调整优化	ISO 9000质量管理体系原则^[22]可借鉴
	产教融合机制	与医院、企业共建共享；共同开发课程/案例；师资互聘；技术服务	《职业学校校企合作促进办法》^[21]《建设产教融合型企业实施办法(试行)》^[23]

Table 1

Table 2

Core competency of SHR major in higher vocational colleges"

胜任力领域	核心能力点示例	对应的知识/技能/态度要求
专业基础与伦理	掌握相关基础科学知识理解专业伦理规范与法律法规展现专业精神与态度	解剖生理、声学、语言学、心理学基础；ASHA/AAA/国内伦理准则^[31-32]；保密、知情同意、循证实践^[33]；责任感、同理心、尊重差异、终身学习
听力评估	实施主观测听(纯音、言语) 实施客观测听(声阻抗、OAE、ABR等) 判读与解释听力学结果撰写听力评估报告	掌握各种测听原理、设备操作、测试流程、结果判读标准^[34]；了解影响因素与对策；具备规范记录与报告书写能力
听力康复与助听技术	实施听力康复咨询与指导选配、调试、评估助听器效果了解人工耳蜗等植入式设备掌握听觉训练基本方法	听力损失对个体的影响；助听器原理、类型、验配流程^[35]；真耳分析、声场评估；人工耳蜗基础知识；听觉康复策略
言语语言评估	实施各种言语(构音、嗓音、流畅度)、语言(理解、表达)、认知沟通、吞咽功能的评估采集与分析言语样本选择与使用标准化/非标准化评估工具判读评估结果，进行初步诊断/分级撰写评估报告	掌握各类障碍的评估方法、工具使用、结果解释^[36]；熟悉常用量表；具备观察、访谈、测试、记录分析能力
言语语言干预	制定个性化康复计划实施针对不同障碍(构音、嗓音、流畅、失语、发育迟缓、认知沟通、吞咽等)的康复训练使用多种治疗技术与辅助手段(含AAC) 监测进展，调整计划提供家庭指导与咨询	了解康复目标设定原则(SMART)；掌握主流干预技术与方法^[37-38]；熟悉教具、软件、AAC设备使用；具备治疗记录与效果评估能力
沟通与协作	与服务对象及其家属有效沟通与团队成员(医生、教师、其他康复师)协作进行健康教育与科普宣传	掌握沟通技巧(倾听、共情、解释)；理解团队合作模式；具备一定的科普宣教能力

Table 2

Table 3

Construction of in-school practical training modules for SHR in higher vocational colleges"

模块名称	关联理论课程	主要对接实习岗位/内容	核心能力指向	核心实训活动	主要资源	建议学时
模块一：听力检测基础操作	听力学基础医学声学	医院听力中心、体检中心助理岗	主观测听设备操作、流程执行、结果记录	纯音听阈测试SOP学习与演练；设备(听力计)识别、连接、校准(模拟)；分组操作练习；结果记录与初步判读练习	纯音听力计、隔声室、模拟人头或同学互测	16~24
模块二：客观听力检测入门	听力学基础听力障碍评估	医院听力中心、新生儿听力筛查岗	客观测听设备操作、结果识别	声阻抗、OAE、ABR(筛查型)设备介绍与演示；模拟测试操作；典型结果图形识别与初步解释(正常/异常)	声阻抗仪、OAE仪、ABR仪(或其模拟软件/教学模型)	16~24
模块三：助听器验配初步	助听器学听力康复学	助听器验配中心验配助理岗	助听器类型识别、基本操作、验配流程了解	常见助听器类型识别与功能介绍；耳模制作观摩/模拟；编程软件界面熟悉；模拟验配流程演练(问诊、测听、选型建议)；真耳分析/助听器分析仪演示	各类型助听器样品、编程器与软件、真耳分析仪(或模拟器)、耳印模材料与工具	24~32
模块四：标准化言语语言评估工具应用	言语病理学失语症学儿童语言障碍	医院康复科、特教机构评估岗	常用标准化量表(如 WAB、BDAE简版、S-S法、R-CADE、儿童语言发育量表)的选择、施测、评分、解释	针对模拟案例(文字/视频)选择合适量表；分组进行施测演练(角色扮演)；评分练习与信度核对；结果解释与报告片段撰写	各类标准化评估量表套件、指导手册、录音设备、标准化病人或详细案例	32~40
模块五：构音与嗓音障碍评估与干预模拟	语音学构音障碍学嗓音障碍学	医院康复科、嗓音门诊	构音/嗓音评估方法应用；基础干预技术模拟操作	构音评估(如图片命名、模仿说)与分析练习；嗓音评估(如VHI问卷、声学/气动分析软件操作)；常用构音/嗓音矫治技术(如发音部位指导、呼吸训练、共鸣训练)演示与模仿练习	构音评估图片/词表、录音设备、嗓音分析软件、解剖模型、教学视频、生物反馈设备(可选)	32~40
模块六：吞咽障碍筛查与基础训练模拟	吞咽障碍学神经病学基础	医院康复科、神经内科病房	吞咽障碍床边筛查方法；基础康复训练技术模拟操作	洼田饮水试验、冰刺激等筛查方法演练；口颜面肌肉运动训练、吞咽手法(如Mendelsohn法、声门上吞咽法)模拟练习；食物性状分级了解；安全喂食注意事项讨论	压舌板、棉签、小勺、不同性状模拟食物(凝胶、稠化剂)、教学模型/视频、FEESST 模拟器(可选)	24~32
模块七：综合案例分析与康复计划制定	所有专业核心课程	各类临床/康复机构实习岗	整合信息、分析问题、制定计划、初步沟通	提供复杂(听力+言语/语言/吞咽)模拟案例(含评估结果)；分组讨论，分析主要问题，确定康复目标(SMART原则)，设计初步康复计划(短期/长期)；进行模拟病例讨论会(MDT形式)；练习与模拟家属沟通解释计划	详细的图文/视频案例资料、康复计划模板、相关文献/指南	24~32
模块八：职业素养与沟通技能演练	康复心理学专业伦理	所有实习岗位	伦理困境应对；困难沟通处理；团队协作模拟	伦理案例讨论(如知情同意、保密冲突)；角色扮演：与焦虑/质疑/不合作的“家属”沟通；模拟团队交班/会诊；模拟科普宣教(如爱耳/爱嗓知识)	伦理案例集、标准化病人或经过培训的扮演者、沟通技巧指南	16~24

Table 3

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Developing on-campus training bases for speech and hearing rehabilitation programs in higher vocational colleges

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